Linguistic Proficiency

This assignment consists of two parts: (1) a pre-course needs analysis (which you actually conduct); and (2) a plan for a beginning-of-the course needs analysis.Pre-course needs analysisPrior to teaching any course, teachers must gather information about the backgrounds, needs, goals, interests, proficiency levels and attitudes/expectations of the types of students who will most likely be in their class. This information will directly impact the goals and objectives you create for the class.Possible sources of information (not exhaustive):· Other teachers at the school where you plan on teaching (or at a similar school)· Administrators from the school where you plan to teach (or a similar school)· Staff· Publications (peer-reviewed empirical research articles as well as non-peer-reviewed articles, including books)· Interviews of students similar to the ones you’ll be teaching· Interviews of parents of students similar to the ones you’ll be teaching· Community organizations· Questionnaires of students similar to the ones you’ll be teachingSyllabi of courses similar to the one you’ll be teaching· Review of textbooks used in courses similar to the one you’ll be teaching· Review of standards applicable to the students you’ll be teaching· Observations of courses similar to the one you’ll be teaching· Learner corpora· Assessment results from students similar to the ones you’ll be teaching· Language samples from students similar to the ones you’ll be teachingFor this assignment, you must do the following:1. Identify the group you are interested in teaching.2. Conduct a needs analysis that involves four or more of the sources above. NOTE: You cannot review 4 textbooks or look at 4 syllabi. You must have four or more different sources of information. None of the sources can be your “intuition” or personal opinions on the topic. You must consult external sources.3. Write an approximately 5- to 7-page detailed analysis of what you found from each source.a. If you do an interview, provide detailed information on who you interviewed, the questions you asked, and what you found out.b. If you do a questionnaire, provide detailed information on who you gave the questionnaire to, put the questionnaire itself in an appendix, and discuss what you found out.c. If you review the literature (including textbooks), cite in APA each article you reviewed and discuss what you found out.d. If you do an observation, explain who you observed (plus where and when) and explain your observation protocol.e. If you look at learner corpora, assessment results, standards, and/or language samples, give detailed examples from each and discuss what you found out.4. In your discussion/analysis, you must address each of the following:a. Background. The students’ cultural and social background, including any other relevant biodata (e.g., age, gender).b. Proficiency. An evaluation of the students’ current linguistic proficiency in the target language, including both strengths and weaknesses.c. Students’ views. A discussion of the students’ own views regarding their reasons for learning the target language, the likely contexts where they will need to use the target language, their attitudes towards learning the target language, and their expectations regarding a class on the target language.d. Context analysis. A context analysis, which addresses the amount of opportunities the students have to use or be exposed to the target language, the general perceived importance of the target language in the society, community resources to support the curriculum, and the likely resources of the school (including time available for the lessons, materials available in the classrooms, number of students per class).

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